Undergraduate Students’ Emotions in Course-Based Undergraduate Research Experience Lab

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Abstract

This study examined how key elements in a Course-based Undergraduate Research Experience (CUREs) lab influenced students’ emotions. We also examined underrepresented racial/ethnic and gender minority students’ emotional experiences. Results showed that CUREs element of broader impact/novel discovery significantly predicted students’ positive affect in CUREs. Hispanic/Latinx students reported greater positive affect than white students in CUREs. Collaboration and iteration significantly predicted students’ enjoyment in classroom context, regardless of race/ethnicity or gender. Collaboration also negatively predicted classroom-related anxiety. Hispanic/Latinx students and female students reported greater anxiety than white and male students. This has important implications for science courses as it demonstrates how CUREs can foster pleasant emotions which is crucial in students’ overall persistence in these programs, especially for minoritized students.

Authors

• Maham Khalid, University of Arizona

• Rebecca Friesen, University of Arizona

• Adriana D. Cimetta, University of Arizona